Central Staff News

Maintenance and Facilities Services supports learning by maintaining the physical environment that allows teachers to teach and students to learn. The Maintenance and Facility Service teams ensure that all district facilities:

1. Function properly in terms of building systems.
2. Provide the necessary indoor environment that is conducive to academic success; and
3. Create a welcoming atmosphere because of their aesthetic appeal.

Through the Theory of Action Standards of Service, the MFS team services include but are not limited to the following for all campuses across the district:

• Addressing routine maintenance work orders as requested by campuses and facilities.
• Preventative maintenance and inspections of district facilities and systems.
• Inspections, repairs, and service of the district’s building envelopes.
• Identifying any maintenance risk on equipment, such as but not limited to chillers, boilers, pumps, cooling towers, ground sources heat pumps, and rooftop units.
• Installing, maintaining, and repairing ventilation and various air condition systems and equipment
• Installing and maintaining all the electrical and power systems which include the Main Distribution Panel (MDP) or switchgear, transformers, breaker panels, disconnects, conduit, cable, wiring, lighting, outlets, connected equipment, lighting controls, etc. within Dallas ISD schools and facilities.

Campuses interested in these services can work with their Lead Custodian to submit a work order through SchoolDude.

Teeth are among the body parts that are most used by people of all ages, and they deserve attention, and good dental health starts as soon as the teeth start to come out.

United Health Care has some tips to keep your children’s teeth healthy from the beginning:

• When your child’s teeth first appear, brush them twice daily with a soft toothbrush or wipe with a washcloth or soft gauze
• Make their first dental appointment at about age 1
• At age 3, add a pea‑sized dab of fluoride toothpaste and continue to brush their teeth twice a day
• Floss when teeth start touching
• Limit sugary snacks and drinks
• Provide meals from the five basic food groups
• Take your child to the dentist regularly and ask about sealants and fluoride supplements

These activities will not only help keep your children’s teeth healthy, but they will also teach them about the importance of having good dental hygiene and not skipping on visits to the dentist as they grow up.

Most insurance covers two regular screenings per year for people covered. Check out dental insurance and benefits provided through Dallas ISD for more information.

For many people, dealing with the changes they have had to make because of the COVID-19 pandemic has brought about levels of stress and anxiety they had not experienced before. It is normal to experience a range of emotions, including fear, anxiety, and grief, according to the National Institutes of Mental Health. Self-care is key to dealing these unexpected emotions.

Self-care means taking the time to do things that help you live well and improve both your physical health and mental health. When it comes to your mental health, self-care can help you manage stress, lower your risk of illness, and increase your energy. Even small acts of self-care in your daily life can have a big impact, according to the NIMH.

Here are some tips the agency’s experts compiled to help people get started with self-care:

• Get regular exercise.Just 30 minutes of walking every day can help boost your mood and improve your health. Small amounts of exercise add up, so don’t be discouraged if you can’t do 30 minutes at one time.
• Eat healthy, regular meals and stay hydrated.A balanced diet and plenty of water can improve your energy and focus throughout the day. Also, limit caffeinated beverages such as soft drinks or coffee.
• Make sleep a priority. Stick to a schedule, and make sure you’re getting enough sleep. Blue light from devices and screens can make it harder to fall asleep, so reduce blue light exposure from your phone or computer before bedtime.
• Try a relaxing activity.Explore relaxation or wellness programs or apps, which may incorporate meditation, muscle relaxation, or breathing exercises. Schedule regular times for these and other healthy activities you enjoy such as journaling.
• Set goals and priorities.Decide what must get done now and what can wait. Learn to say “no” to new tasks if you start to feel like you’re taking on too much. Try to be mindful of what you have accomplished at the end of the day, not what you have been unable to do.
• Practice gratitude.Remind yourself daily of things you are grateful for. Be specific. Write them down at night or replay them in your mind.
• Focus on positivity. Identify and challenge your negative and unhelpful thoughts.
• Stay connected.Reach out to your friends or family members who can provide emotional support and practical help.

Self-care looks different for everyone, and it is important to find what you need and enjoy. It may take trial and error to discover what works best for you. In addition, although self-care is not a cure for mental illnesses, understanding what causes or triggers your mild symptoms and what coping techniques work for you can help manage your mental health.

For other ideas for healthy practices for your mind, body, surroundings, and relationships, see the National Institutes of Health (NIH) Wellness Toolkits.

*Source: https://www.nimh.nih.gov/

Dallas ISD is committed to building a culture of exemplary customer service throughout the district based on the tenets of Core 4—Focused, Fast, Flexible, and Friendly. Trainings are being conducted at all schools and departments to ensure that all staff are familiar with these tenets that guide the delivery of professional, high-quality service to our customers, whether they are students, parents, community members or colleagues. Have you been to training?

If you have, you will have learned that Core 4 culture tenets are rooted in the district’s principles of racial equity and cultural responsiveness, comprehensive accountability, responsible use of resources, and collaboration. The redesigned approach to Core 4 includes a rubric that will easily guide employees in their everyday work to achieve the exemplary level of service that is the culture of Dallas ISD.

The goal of the relaunch of the Core 4 culture tenets is to have every Dallas ISD employee participate in a training to get to know the new rubric and expectations by May 14. Once employees participate in the training conducted by Core 4 ambassadors, they will need to complete an online assessment to help us track participation and gauge the level of understanding of the tenets and the rubric.

If you have questions or need help with a training, contact tuwallace@dallasisd.org.

Multi-Tiered Systems of Support (MTSS) encompasses systems and procedures to help each child achieve success. The MTSS framework is preventative in nature by providing all students with immediate support and offering campus personnel procedures and guidelines to assist students in the areas of academics, language, and engagement.

Through the Theory of Action Standards of Service, the Multi-Tiered Systems of Support (MTSS) department provides training and support with implementation of the MTSS framework including:

Universal Screening – Universal Screening is the process of assessing all students to identify those who may experience lower than expected academic outcomes. NWEA MAP Growth is the universal screener which consists of brief assessments that measure critical skills in reading and mathematics.  Screening is conducted three times during the school year. Beginning of Year (BOY), Middle of Year (MOY), and End of Year (EOY).

Root Cause Analysis – Root Cause Analysis is a structured team process that assists in identifying underlying factors or causes of an adverse event. This process supports campuses with treating the cause, not just the symptom.

MTSS Interventions – A variety of interventions are available on the website to assist campuses with creating intervention plans for students to address areas of concerns for reading, mathematics and engagement.

The MTSS team collaborates closely with many partners to provide optimal implementation support to individual campuses as well as central departments.  For more information, visit the MTSS Department website, www.dallasisd.org/mtss which includes several useful resources and upcoming professional development opportunities.

For additional information, contact Miranda Madden, director of Multi-Tiered Systems of Support, at mmadden@dallasisd.org.

Getting regular exercise is important for overall health, but did you know that getting your blood pumping is also good for your eyes?

Reducing the risk of glaucoma

According to the American Academy of Ophthalmology studies, those who engage in consistent physical activity are less likely to develop glaucoma and other eye diseases. Glaucoma is a known complication of diabetes, and exercise can have a definite effect on the disease and the development of glaucoma among those dealing with the disease.

For those already diagnosed with glaucoma, exercise has been shown to reduce its effects. Even moderate exercise, such as briskly walking three times a week can improve the blood flow to the retina and the optic nerve, possibly reducing eye pressure and lessening glaucoma symptoms. Combining a vision care plan and regular exercise can make living with glaucoma significantly easier.

Exercise tips

Lowering your risk of vision problems, improving existing glaucoma, and increasing your physical activity doesn’t take much. These are three things you can choose from to add vision-friendly exercise:

• High Intensity Training (HIT) at a moderate intensity for 20-30 minutes, three times a week
• Go for a bris walk with your dog, and if you don’t have a pet, go by yourself
• Do a virtual yoga class

Be sure to reach out to your health care provider to get approval before you begin an exercise program.

With data showing how critical the prenatal to age 3 period in a child’s development is for educational success, Dallas ISD is launching an effort to connect young families with high quality early learning opportunities—Project Legacy 2050.

During Wednesday’s State of the District, Superintendent Michael Hinojosa talked about Project Legacy 2050 as one of the key future initiatives for Dallas ISD. Brain development, social and emotional skills, and language and literacy development happen as soon as a child is born. Those skills play a big role in a child’s future success. With the help of a coalition of partners, Dallas ISD wants to expand early learning opportunities to younger children to get them pre-k ready.

“We want to make the experience of raising children easier for families by connecting them with partners and places that offer crucial services for the development of our youngest children,” Deputy Superintendent Susana Cordova said.

Investing in an initiative like Project Legacy 2050 will help Dallas ISD and other school districts in three areas:

• Education – a child’s life sets an early cognitive foundation for the rest of life;
• Economy – parents can work while their children are receiving high quality childcare, which will impact the economy in a positive way;
• Equity – high quality childcare would be more accessible to low-income students of color, particularly in communities at a higher disadvantage.

District leaders have begun conversations with community partners, superintendents from districts in Dallas County and urban council districts to form a coalition to support Project Legacy 2050. The coalition will advocate, support and mobilize high quality early learning for children prenatal to 3 through services and resources needed for their early development, including housing, transportation, health, and childcare.

As district operations slowly return to normal, effective May 1, a decision has been made to retire the staff screeners who have been stationed at the entrances of many district buildings for the last several months. For the safety of colleagues and guests, all employees are urged to continue to conduct daily self-screening prior to entering district’s facilities.

Employee self-screening guidelines:

• Check your temperature to determine any of the following new or worsening signs or symptoms of possible COVID-19
• Fever ≥100.4 degrees F
• Cough, shortness of breath/difficulty breathing
• Chills/repeated shaking with chills
• Muscle or body aches
• Headache, sore throat, congestion or runny nose
• Loss of taste or smell, nausea or vomiting, diarrhea unusual fatigue
• Known close contact with a person who has COVID-19

Protective equipment including masks, sanitizer and gloves will still be available at the entrance of all buildings.

If running a fever of 100.4°F or higher or if you ate feeling ill, please, stay home. Notify the district’s Health Services at (972) 925-4211 or covid19@dallasisd.org if you exhibit symptoms of COVID-19 or are diagnosed with COVID-19.

Maintaining good mental health is just as important for overall health as staying fit and eating right. You can learn more about why mental health is important and how to maintain it by attending Dallas ISD’s Mental Health Matters Virtual Symposium on Saturday, May 1, from 10 a.m. to 2 p.m. The event, hosted by Mental Health Services will feature recorded presentations and a live Q&A. There will be English and Spanish presentations on topics such as parenting, bullying, depression, anxiety, substance abuse, and more. For more information or to register, please visit www.mentalhealthmattersdallas.com.

At its April meeting, the Dallas ISD Board of Trustees approved several items, including:

• The Dallas ISD Board of Trustees unanimously approved waiving the use of the spring Assessment of Course Performance (ACP) as a weighted portion of the semester average for middle and high school students. Removing the ACP as an assessment will give teachers and schools more time to focus on addressing learning loss caused by the pandemic. The ACP has typically been used as an end of semester exam to measure student progress and determine instructional priorities. Instead of administering the ACP for the spring, the district will prioritize the focus on end-of-year MAP testing. Waiving the spring ACPs will also remove the penalty of a zero grade for non-testers, which could lead to a better semester grade for some students. Semester grades will now be based on the average of the two nine weeks. A student’s GPA and class rank will continue to be based on the semester grade, as has always been the case.
• The consolidation of Elisha M. Pease to W.W. Bushman (non-academic reasons) with approval of Pease attendance zone changes and repurpose of Pease beginning in the 2023-2024 school year. Bushman will be renamed Albert C. Black Elementary School.